TY - JOUR
T1 - Access Anglesey 2018: Lessons from an inclusive field course
AU - Houghton, Jacqueline J.
AU - Morgan, Daniel J.
AU - Gordon, Clare E.
AU - Stokes, Alison
AU - Atchison, Christopher L.
AU - Collins, Trevor D.
AU - Craven, Benjamin
AU - Willis, Katy
PY - 2020/8/14
Y1 - 2020/8/14
N2 - Abstract. Traditional methods of fieldwork delivery can present
learners with a range of physical, cognitive and social challenges which may
subsequently hinder their ability to engage effectively with learning. We
developed a residential geoscience field course designed to be physically
accessible to, and socially inclusive of, a diverse range of learners
including those with limited physical mobility and neurodiverse conditions.
This paper presents the logistical and pedagogical challenges involved in
delivering such a field course. In terms of pedagogic design scheduling,
pace and timing, and the ability to access content in multiple ways were
critical to ensuring that all students were included in the learning. The
most effective mitigations were the simplest and benefitted the whole group.
Practical interventions found to support access and inclusion for the
benefit of all participants included using an audio tour-guide system to
communicate with students at field locations, using a four-wheel drive
vehicle to improve access to specific locations, providing alternative
exercises such as prepared photomicrographs and rock specimens, providing
electronic tablets with suitable apps, and selecting accommodation with
accessible common-room spaces, and a dedicated quiet room.
AB - Abstract. Traditional methods of fieldwork delivery can present
learners with a range of physical, cognitive and social challenges which may
subsequently hinder their ability to engage effectively with learning. We
developed a residential geoscience field course designed to be physically
accessible to, and socially inclusive of, a diverse range of learners
including those with limited physical mobility and neurodiverse conditions.
This paper presents the logistical and pedagogical challenges involved in
delivering such a field course. In terms of pedagogic design scheduling,
pace and timing, and the ability to access content in multiple ways were
critical to ensuring that all students were included in the learning. The
most effective mitigations were the simplest and benefitted the whole group.
Practical interventions found to support access and inclusion for the
benefit of all participants included using an audio tour-guide system to
communicate with students at field locations, using a four-wheel drive
vehicle to improve access to specific locations, providing alternative
exercises such as prepared photomicrographs and rock specimens, providing
electronic tablets with suitable apps, and selecting accommodation with
accessible common-room spaces, and a dedicated quiet room.
UR - https://pearl.plymouth.ac.uk/context/gees-research/article/1180/viewcontent/Accepted_20version_20for_20PEARL.pdf
U2 - 10.5194/adgeo-53-183-2020
DO - 10.5194/adgeo-53-183-2020
M3 - Article
SN - 1680-7340
VL - 53
SP - 183
EP - 194
JO - Advances in Geosciences
JF - Advances in Geosciences
IS - 0
ER -